Study On The Influence Of Outdoor Autonomous Play On Middle Class Children’s Peer Interaction Behavior

As an important part of young children’s social development,good peer interaction behaviour promotes interaction skills with others or among peers,lays the foundation for healthy physical and psychological development and helps young children to develop positive and optimistic qualities of social interaction.The development of young children’s peer interaction does not exist in isolation;young children need to acquire certain theoretical knowledge and build on appropriate practical activities to develop it.Based on theories related to young children’s peer interaction,this study divides the interaction behaviour between young children and their peers into four operable dimensions.Using the outdoor independent play environment as the activity carrier,the study explores the extent of the influence of outdoor independent play on young children’s peer interaction behaviour,with the aim of promoting the development of young children’s peer interaction behaviour.The following four aspects of research were conducted in this thesis:(1)Design of research ideas based on existing literature studies and the actual situation of the two kindergartens.Two public kindergartens in Nanchang were selected as the experimental and control classes for this study.Hypothesis 1: Outdoor independent play is conducive to the development of the dimensions of children’s peer interaction behaviour;Hypothesis 2: There is a correlation between the dimensions of children’s peer interaction behaviour in outdoor independent play;Hypothesis 3: There are differences in the peer interaction behaviour of children of different genders in outdoor independent play.(2)A study based on the implementation of peer interaction behaviour of children in two different play form contexts.Based on the pre-test of peer interaction behaviour in the experimental class and the control class,the children in the experimental class were given a three-month period of independent outdoor play and,at the end of the play,the children in the experimental class and the control class were given a post-test of peer interaction behaviour.(3)The data from the preand post-tests were collated,filtered and classified.The data were analysed with the help of data analysis software such as SPSS 26,and t-tests were conducted to test the hypotheses.(4)To analyse the differences in interaction behaviour between children and their peers based on the results of the experiment and the factors that influence this result,and to make relevant recommendations.The findings indicate that(1)outdoor independent play promotes the development of children’s peer interaction behaviour,and(2)there is a two-way correlation between the dimensions of children’s peer interaction behaviour in outdoor independent play.(3)There is a significant gender difference between the dimensions of peer interaction behaviour in outdoor independent play.Based on the analysis and discussion of the findings of this study,relevant educational recommendations are proposed from three aspects: society,kindergartens and teachers,in order to better implement outdoor independent play activities and promote the development of children’s peer interaction behaviour.(1)Social aspects: formulate relevant educational policies and documents to help teachers understand the importance of outdoor independent play and peer interaction;hold regular public service seminars on the implementation of outdoor independent play;and set up special publicity groups to call on the general public to value the holistic development of young children.(2)For kindergartens: optimise the setting of the playground and plan the space for play activities in a scientific and reasonable manner;optimise the time schedule to ensure sufficient time for outdoor independent play;select play materials strictly to motivate children to learn through play.(3)For teachers: Respect children and give them autonomy in their play;observe children’s interactive behaviour in play and identify problems in peer interaction in a timely manner;cultivate children’s spirit of cooperation and promote the development of good peer relationships;pay attention to children’s representational work and understand children’s real interactive behaviour among peers;exert the power of their own role models and lead by example.